| Young children's imagination in science education and education for sustainability |
7 |
| Stories we live, identities we build: how are elementary teachers' science identities shaped by their lived experiences? |
7 |
| Shut up and calculate: the available discursive positions in quantum physics courses |
6 |
| Can the subaltern 'speak' science? An intersectional analysis of performances of 'talking science through muscular intellect' by 'subaltern' students in UK urban secondary science classrooms |
5 |
| Prospective biology teachers' understanding of the nature of science through an analysis of the historical case of Semmelweis and childbed fever |
5 |
| Issues of power and control in STEM education: a reading through the postmodern condition |
5 |
| Expanding and enacting transformative meanings of equity, diversity and social justice in science education |
5 |
| From empowerment to response-ability: rethinking socio-spatial, environmental justice, and nature-culture binaries in the context of STEM education |
4 |
| Dialogical argumentation in elementary science classrooms |
4 |
| Latinas' heritage language as a source of resiliency: impact on academic achievement in STEM fields |
4 |
| Science education reform in Confucian learning cultures: teachers' perspectives on policy and practice in Taiwan |
4 |
| Towards a truer multicultural science education: how whiteness impacts science education |
3 |
| Gender performance in an out-of-school science context |
3 |
| Science education in a bilingual class: problematising a translational practice |
3 |
| Student's social interaction in inquiry-based science education: how experiences of flow can increase motivation and achievement |
3 |
| The relations between ideal and real forms of small science: conscious collaboration among parents and infants-toddlers (Cultural Studies of Science Education) |
3 |
| Wayfinding as a concept for understanding success among Native Americans in STEM: learning how to map through life |
3 |
| What counts as science? Expansive learning actions for teaching and learning science with bilingual children |
2 |
| Preschool children's conceptions of water, molecule, and chemistry before and after participating in a playfully dramatized early childhood education activity |
2 |
| Health in school: stress, individual responsibility and democratic politics |
2 |
| In defence of non-epistemic aspects of nature of science: insights from an intercultural approach to history of science |
2 |
| The utility of citizen science projects in K-5 schools: measures of community engagement and student impacts |
2 |
| Conceptions of wayfinding: decolonizing science education in pursuit of Native American success |
2 |
| The paradox of un/making science people: practicing ethico-political hesitations in science education |
2 |
| Toulmin's argument pattern as a horizon of possibilities in the study of argumentation in science education |
2 |
| There is no equity in a vacuum: on the importance of historical, political, and moral considerations in science education |
2 |
| Relational epistemologies in land-based learning environments: reasoning about ecological systems and spatial indexing in motion |
2 |
| Cultivating Native American scientists: an application of an Indigenous model to an undergraduate research experience |
2 |
| Accessing the elite figured world of science |
2 |
| Tables of contextual cognition: a proposal for intercultural research in science education |
2 |
| Teaching and learning science in linguistically diverse classrooms |
2 |
| Indigenous cultural contexts for STEM experiences: snow snakes' impact on students and the community |
2 |
| When technology, science and culture meet: insights from ancient Chinese technology |
2 |
| How to reconcile the multiculturalist and universalist approaches to science education |
2 |
| Implementation of inquiry-based science education in different countries: some reflections |
2 |
| Engaging plant anatomy and local knowledge on the buriti palm (Mauritia flexuosa L.f.: Arecaceae): the microscopic world meets the golden grass artisan's perspective |
2 |
| Disruptive innovation, labor markets, and Big Valley STEM School: network analysis in STEM education |
1 |
| Composing new understandings of sustainability in the Anthropocene |
1 |
| Learning progressions from a sociocultural perspective: response to co-constructing cultural landscapes for disciplinary learning in and out of school: the next generation science standards and learning progressions in action |
1 |
| Knowledge and power in the technology classroom: a framework for studying teachers and students in action |
1 |
| The fish becomes aware of the water in which it swims: revealing the power of culture in shaping teaching identity |
1 |
| Swimming with the Shoal |
1 |
| Reforms in pedagogy and the Confucian tradition: looking below the surface |
1 |
| Science teacher identity and eco-transformation of science education: comparing Western modernism with Confucianism and reflexive Bildung |
1 |
| Strange bedfellows in science teacher preparation: conflicting perspectives on social justice presented in a Teach For America-university partnership |
1 |
| Inquiry and flow in science education |
1 |
| Supporting new science teachers in pursuing socially just science education |
1 |
| Whose banner are we waving? Exploring STEM partnerships for marginalized urban youth |
1 |
| General experiences |
1 |
| Selective traditions in group discussions: teachers' views about good science and the possible obstacles when encountering a new topic |
1 |
